The picture the World Bank paints of the world is an optimistic one: living standards are higher than ever before, humanity is progressing, and situations for women are improving. If this is really the case, why then does "the impoverishment of hundreds of millions of people" throughout the world continue? (Chossudovsky 1997, 33). Why do "the…

This paper starts with the founding of UNESCO and the fundamental belief that humanitarian, social and political deficits in given societies can be corrected by means of education. The history of the UNESCO International Conferences on Adult Education (Elsinore, Montreal, Tokyo, Paris and Hamburg, 1949-1997) demonstrates the changes in perceptions…

The United Nations Decade for Human Rights Education (1995-2004) set in motion both formal and informal activities to promote the development of respect for human rights culture through education worldwide. It is said that knowledge is power and ignorance cannot be a defence. But the maxim that says ignorance of the law is no defence is in itself…

The Millenium Development Goals (MDGs) as the latest development discourse is slowly but surely shaping the policy frameworks of most governments and the advocacy platforms of many NGOs. Coming out of the Millenium Summit in September 2000, the MDGs could also be viewed as the first development discourse of the twenty-first century, an ambitious…

Explores the meanings and uses of the concept "global civil society." Looks at networks and networking as key practices in civil society. Examines the role of adult education. (SK)

This paper looks at the context in which preparations are under way for CONFINTEA VI, the next UNESCO International Conference on Adult Education. The last CONFINTEA was in 1997, and ever since, a series of international conferences and initiatives dealing with adult and continuing, non-formal and out-of-school education, literacy and basic…

Surveys the history of the International Council for Adult Education from 1984 to the tensions of the present situation. Raises questions about the organization's role and vision in the 21st century, especially regarding adult education as human rights education. (SK)

A study analyzed community mobilization and leadership challenges in Azerbaijan refugee and internally displaced people (IDP) camps. The research determined that there is a lack of capacity to mobilize the community to effective community action and learning. (Contains 21 references.) (Author/JOW)

Describes the coordinating structure developed by governments of 8 Commonwealth of Independent States countries and nongovernmental organizations for cooperation in knowledge dissemination and adult education. Explains the role of Znanie, an international adult education association, in this model. (SK)

Analyzes the Asian economic crisis and media messages about it. Promotes education for sustainability, which has broader goals of social transformation. Describes new forms of social learning that are necessary to resolve the global crises of the environment and development. (SK)

Environmental activists need training and professional development to acquire technical knowledge, organizational and interpersonal skills, and political awareness. Although much learning occurs in the course of a campaign, mentoring, group dialogue, and reflection provide systematic ways to increase the effectiveness of advocates. (SK)

A survey of 30 participants in the Botswana National Literacy Programme identified collaborating agencies, levels of collaboration and coordination, and cooperative activities. The Department of Nonformal Education was recognized as the appropriate coordinator of collaboration. Participation of nongovernmental organizations was essential. (SK)

A study of nonformal education providers in Ghana, Senegal, and Burkina Faso identified government agencies, nongovernmental organizations, and for-profit organizations. Decentralization has increased nonformal education. Most projects involve multiple providers with various actors playing different roles. The lack of process-oriented projects…

Freirean and feminist pedagogies and popular education inform the methodology of a Chilean nongovernmental organization that offers alternative legal services. (SK)